Module One | Describing language and language skills
Functions: what are they?
TKT PRACTICE TASK
Match the sentences with the functions. There is an extra function which is unnecessary.
(1) I don’t believe that is a good option.
(2) It’s a beautiful car
(3) I am much bigger
(4) I would love to travel to another country.
(5) I’m not sure if she would help, but she might.
(6) What I’m trying to say is…
The reason for our communication is called a function or a purpose. Given below are a few examples of functions:
- Expressing preferences/feelings
- Saying no
- To welcome someone
Language and language use can be explained grammatically or lexically through functions. When we use functions in context, we elaborate on how the language is used and the meaning for those who are in that context.
Functions, exponents and context
According to the table below, what do you think an ‘exponent’ means?
Exponent (in apostrophes)
A girl wants to go shopping with her friend today.
The girl says to her friend:
‘Let’s go shopping today.’
Suggesting/making a suggestion about going to the cinema
A boy sees somebody new and wants to find out more about that person.
The boy says to him/her:
‘Hi! I’m Tom’.
The student doesn’t understand what the teacher said.
The student says to the teacher:
‘Sorry, I didn’t understand. Can you please explain that to me again?’
Asking for clarification (i.e. asking somebody to explain something)
A girl buys some flowers for her aunt to thank her for the gift she gave her.
The girl writes a note:
‘Thank you so much for the beautiful gift you gave me’.
Thanking someone for a gift
In the middle column of the table are some segments of direct speech which are examples of exponents. We use exponents to convey a function. To name functions, we use the ing forms of verbs, e.g. thanking, introducing. The underlined words are not the function but the particular topics that the functions mention in the context. The context is in the first column.
One exponent can convey mutiple dissimilar functions depending on the context in which it is used, e.g. the exponent ‘I’m so tired’ could be an exponent of the function of expressing feelings. However, we do not know who is saying it and to whom or where it is being said (the context). Look at the table below and read the context and the function. Try to imagine saying the phrase ‘I’m so tired’ put into these two separate contexts:
A girl talking to her mother while she cleans her bedroom.
Requesting to stop doing the work
A student talking to her teacher
Expressing her feelings
Functions: levels of formality
A single function can be conveyed through dissimilar exponents. Given below are a few different exponents of inviting someone to go to the cinema. Check the differences between them.
- Coming to the cinema?
- Come to the cinema with us?
- Would you like to come to the cinema with us?
- Why don’t you come to the cinema with us?
- We would be very pleased if you would come to the cinema with us.
The exponents above convey dissimilar levels of formality (more serious or less serious, relaxed ways of saying things). Formal exponents are used in serious situations whereas informal (less serious) exponents are used in more impartial situations. Using the level of formality to acccording to the situation is called appropriacy and it is crucial.
For example, a boss who addresses his employees by saying ‘I would be pleased to bid you all a very good morning’. This is an exponent of the function of greeting which is too formal. On the other hand, a boss who addresses his ‘Hi guys!’ is obviously too informal. Therefore, we can call both of these examples inappropriate use of the language. An example of an appropriate thing for the boss to say would be ‘Good morning, everybody’ or something along those lines.
Nerd baby says ...
Language teaching coursebooks are usually compiled around functions. For example, the syllabus outline in a coursebook might have a list of functions and language as follows:
Expressing likes (First and third person present simple affirmative): I like… he/she likes…
Expressing dislikes (First and third person present simple negative): I don’t like… he/she doesn’t like…
Usually, coursebooks teach functions together with the grammar of their exponents. For an example, refer to the table above. In the second column, the ‘present simple affirmative’ is incorporated and the phrases ‘I like… he/she likes…’ are exponents of the function ‘Expressing likes’.
Functions and grammar when put together assist in giving grammar a meaning and therefore aids students to learn the function with grammatical structures which can be used in separate contexts.
Teachers can use real-world contexts to present and practise grammar with the aid of a functional approach to teaching the language. it helps the students to see how grammar is used in the real world.
Test Your Knowledge
Write down five dissimilar exponents for every single one of the functions given below.
- Introducing yourself
- Asking for clarification
Now have a look at your list of exponents. Make an ‘F’ mark to show which ones are formal, an ‘N’ mark to show which are neutral and an ‘I’ mark to show which are informal.
Read your list again and decide which of your exponents are appropriate to teach to beginner level students.
Given below are some comments from teachers about the functions of grammar. Which of the comments do you agree with? Why or why not?
- Grammar is much more difficult to teach than functions.
- It is not necessary for students to learn the names of the functions. Just a few of the exponents would be enough.
- For students who are in the beginner level, functions are too complicated and consist of much too difficult grammar to learn.
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